FYS 103 - Geology in the Field - 2018Geology in the Field is an introductory course for students with little or no knowledge of geology. It is based on the principle that one can learn more about the earth by looking at it and talking about it than by listening to lectures about it. Most class meetings will be outdoors at geologically interesting locations in the Connecticut River Region ("Pioneer Valley") of Massachusetts. While in the field we will look closely at landforms, outcrops, rocks, minerals, sand, and mud for clues to their origin and history. We will describe and interpret these features for ourselves (in field notes), for one another (in class discussions), and for the world (in field reports). The main goal of the class is to learn about geology, but a close second goal is to develop skills of argument based on field data that we have gathered. How do geologists know what happened on earth millions of years ago? What is their evidence? Can we believe them? Each week we will travel to one or more places in the field where geology can be studied. Activities will include looking closely at the rocks exposed, documenting our observations in writing and in sketches and photos, sampling the rocks physically, checking the location with a global positioning system (GPS) receiver, marking the location and geologic contacts on topographic maps, and presenting observations and interpretations to others in the class. Some of this will be done in groups, some individually. There will be no formal lectures in the field. We will visit localities that I think are particularly interesting or helpful. While there, I will point out geologic features that I think are important. I will ask lots of questions. I will answer many of your questions with questions. My goal is to get you to evaluate the data, to make your own interpretations of it, and to decide how certain the data and interpretations may be. We will also meet for one hour in the lab on most Monday evenings. During this time we will do some things that cannot be done in the field. These may include computer work (learning to work with iPads, incorporating images into your reports, file exchange protocols), library work (learning to use GeoRef and other resources), rock work (looking at rocks or minerals; cutting rock samples; looking at thin sections of rocks with petrographic microscopes), movies (there are no active volcanoes nearby), occasional oral presentations of your field reports (good practice), and writing improvement activities (this is a WI course). Field Reports This is a writing intensive course and there will be regular writing assignments. There is a tentative list of assignments (marked in red on the Schedule), but it is subject to change. The assignments will consist mostly of "field reports" describing and interpreting what you saw in the field. A specific assignment will be given during each class session. Field reports should be clearly written, concise, and convey to the reader an accurate description of what can be observed in the field. Field reports should also include interpretations that are based on the data gathered. Both the connections and the distinctions between observation and interpretation should be clear. In scientific writing, clarity is much more important than poetry. Use good English in short sentences. Avoid ambiguity. Field reports should include labeled sketches or photographs of the rocks as appropriate. Normally, a field report will be one to three pages of text in length, however there are no length requirements or restrictions. You should use your iPad or another camera to take photos for use as evidence in your field reports. Remember to and a scale in the photograph or to indicate the size of the image in a caption. Additional photos of the sites for your use will be available on the course website. Submit your field report electronically using Moodle. The report format should be a pdf document. This will ensure that I see the report with the same arrangement of text, photos, and captions that you created. Name the file "Your_Name_3.pdf", where the number is the assignment number. Comments will be written on the report electronically and the report will be returned to you by email. If one of the computer gods does not smile on you, or if you prefer to work with hard copies, you may place a printed copy of your field report under my office door (SR-122). Field reports will normally be due at 11:55 pm on the Monday following the field work, but watch the assignment schedule. On some occasions, your assignment may be to read and comment on the field reports of others in the class to help you take a more objective look at field report writing and to provide you with additional feedback on your work. Some assignments may completed in two stages, a draft submission, then a revision in response to my comments. Final Paper There are no exams in this class. However, a final paper is required on the geologic history of the Connecticut Valley area. This paper should be a synthesis of your observations and should be based on the evidence you gather. You will be able to use text and photos from your weekly field reports, but they need to be reworded as appropriate to make a coherent paper -- you can't simply paste them together. A typical final paper will be about ten pages of text in length, but there are no length requirements or restrictions. Make it the length you need to write a clear and complete geologic history. You may use (citing the author as appropriate) the work and ideas of others, but the final paper should be rich with evidence, observations, and photos that you gathered in the field. I will ask you to submit a draft of the final paper for discussion and comment. Grades Up to 100 points will be awarded for each field report as follows:
Late field reports
will be graded, but 10 points will be deducted for each day
late. The final grade will be
based on the accumulated field report points (60%), class participation
-- this is a seminar (10%), and the final paper (30%). An excellent textbook (How does the Earth Work by Gary Smith and Aurora Pun) is available at the bookstore ($$$), like most science texts). I will suggest readings from How does the Earth Work on the Moodle page after our day in the field. However, there are other good introductory texts on geology in the Smith Science Library and in geology classrooms. You can find comparable readings in those books if you prefer not to purchase your own book. You should read as much as you can to help you understand what you are seeing. Others have studied the geology of Massachusetts. Find some of these reports and read them critically. For your final paper, you should put your work into a regional context based on published articles and books. GeoRef, a search engine for geology, is available on the Internet from any Smith Computer (or elsewhere using your Smith login). There are also many good Internet resources, some of which are identified on the Moodle and on the class www pages. Comfort in the Field Because our classroom is outdoors and because our schedule is fixed, please come to class prepared to spend the class periods outside in whatever weather nature provides. We will work happily on warm sunny days in colorful fall foliage. We will also work (less happily) in the rain and cold that inevitably come with the approach of winter. Your physical comfort is your own responsibility. Raincoats or rain suits, umbrellas, good footgear, many warm layers of clothing, hats, gloves, electric socks....bring whatever you need to be comfortable. This is really important because uncomfortable students are not good observers and learners. You won't get your money's worth from this course if you do not dress in a way that will keep you warm and dry. You may be wise to invest in expanding your outdoor wardrobe. Think of the cost as a lab fee, medical insurance, or a good investment. In addition to weather, the perils of being outdoors in New England include: poison ivy (learn to recognize and avoid this plant), deer ticks (insect repellant will be provided, but be sure to check yourself following field days for tick bites), sunshine (use sunscreen on exposed skin), and uneven ground (watch your step and let me know if you are uncomfortable with any of the climbing we do). There will be a required weekend field trip to Cape Cod on November 10-11. We will leave early Saturday morning and return by dinner on Sunday. I'll do my best to arrange good weather, but bring all your layers anyway. I intend for this course to be a good learning experience and a lot
of fun. Please help me to make it that way. Give me lots of feedback.
There
is plenty of room to modify the course plan. I can be found in SR-122
(x3953) at many hours of the day. Please do not hesitate to
find,
call, or e-mail me with your questions. My official office hours are
M 4-5, W 11-12, and Th 5-6, but I am often in my office and will be glad to
talk with you anytime. |